The study in New York held during 1982 represented that pre-school education preliminary has a positive influence on the general thinking, verbal impressions, and school-based knowledge and abilities of children. Additionally, it has also been found that there was less retention of grade among pre-school students (Barnett, 2008).According to the study of Stipek, Feiler, Daniels, and Milburn in the year 1995, there are motivational variations among children who receive pre-school education and those who had not received them (Marcon, 2002). Numerous literature journals have precisely mentioned the long-run consequence of pre-school education. According to the research of “Child-Parent Center” (CPC) in the year 1960, the test score of pre-school children with those who had not joined pre-school varied from 0.35 to 0.77 in standard deviation. Furthermore, a quasi-experimental research in the schools of Latin America in 2006 depicted that pre-school education students gain high test ranks during third grade, as well as lesser educational failures, better educational accomplishment and positive influences on attention, class involvement, and discipline. The impact of attending pre-school on grades.
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